The Gifted Education for
Enhancing English through
Drama
QEF Project No. 2005 / 0641
Ms. Wong Lai Ping
Head of Drama
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Pentecostal Lam Hon Kwong School
Descriptions
• Project Theme: Addressing diverse
learning needs
• Total Grant Sought: $200,000(a)
• Applicant Sector: Secondary
• Applicant Type: Organization
• Beneficiary Sector: Secondary
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Objectives
• To develop an English program for the
gifted
• by holding an English Drama
Curriculum in formal lessons
• Prepare for NSS Eng Lang’s module
“Learning Eng thr Drama”
• Mainly for Speaking & listening
• And generic skills
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Teaching Schedule
1. What is a Scene?
2. What are “dramatic elements”?
3. The development of “conflict”.
4. Play Structure.
5. Performance.
We’ll introduce the 1st three today.
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Activity 1:
Identify the features of a scene
• Students are put into 5 a group
• Each group make a play.
• In 1-2 min
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Students’ Work A (Pre-test)
It is Sam’s school Athletic Meet.
Sam chooses the 100m running.
Schoolmates on the stands are
encouraging.
When the teachers shoots, the
athletes runs.
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In the middle of the lane, Sam falls
down. He cries. All other athletes
don’t care about him.
A boy runs to help him immediately.
After Sam calms down, he thanks
the boy.
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Teaching 1:
What’s a scene?
There are 5 features of a scene
(i) speeches
(ii) actions
(iii) 2-5 characters
(iv) in 1 place
(v) in 1 time span
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Comment on
Students’ Work A
(i) speeches: OK
(ii) actions: OK
(iii) 2-5 characters: OK
(iv) in 1 place: NOT OK
(v) in 1 time span: NOT OK
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Students’ Work B (Post-test)
In the playground, May falls onto the floor
carelessly.
Many students pass by, but no one helps
May.
Fortunately, Peter passes by. He is very
kind. He helps May to sit down.
Peter asks a boy to give May a piece of
tissue, the boy replies he has none.
Fortunately, another nice girl Mary passes
by. She takes out a piece of tissue and
gives it to May.
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Comment on
Students’ Work B
(i) speeches: OK
(ii) actions: OK
(iii) 2-5 characters: OK
(iv) in 1 place: OK
(v) in 1 time span: OK
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Teaching 2
Dramatic elements
Dramatic elements =
Elements that makes a scene
attractive
What are the features of a “dramatic”?
Why attractive?
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Activity 2:
Play making
Students are put into groups of 5
Groups are assigned to make
either Scene A or B or C or D
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Scene A
During recess,
at the basketball court,
a group of lower form students are
playing basketball.
When the bell rings, so they go
back to their classroom.
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Scene B
During recess,
at the basketball court,
a group of lower form students are
playing basketball.
Suddenly, a higher form student
comes to bully them.
Unexpectedly, the discipline
teacher appears and
punishes the higher form student.
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Scene C
After school,
on the corridor,
a group of students meet up.
They then go to see the art fair in
the school hall.
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Scene D
After school, inside a teachers’
elevator, a group of students go to the
art fair in the school hall.
Unexpectedly, the elevator stops
and these students are trapped inside
it. They blame each other for using the
elevator.
When they are about to call for help,
the elevator moves again.
The elevator door opens and,
unexpectedly, the discipline teacher
stands in front of the elevator.
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Discussion
• Which scenes are more attractive?
• What are the features of being
attractive?
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Teaching 3:
Features of being attractive
• Surprises
• Conflict
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Activity 3:
Play making
Students are put into groups of 5
Make a short play
in 1-2 minutes
Including “surprises”
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Students’ Work
Play A
One day, in the canteen,
Sam wants to borrow some money
from his friend Peter.
Peter thinks for a second and says
“no” to Sam.
Sam is very angry.
He hits Peter.
Peter wants to hit Sam back, but he
hits the discipline teacher Mr. Wong.
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Assessment
Critical features of Scene
• One time span: OK
• One place: OK
Features of surprises
• Surprises: OK
Score: 6 out of 10
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Students’ Work
Play B
In a science lesson, Mr. Tsang teaches
the students to light a Bunsen burner.
Billy suddenly stops Mr. Tsang. He says
that he knows how to do it.
Mr. Tsang let him do it.
Billy tries to light up the first match, but
there is no fire.
When he tries the second one, the fire
match burns quickly.
He throws the match and burns the hair
of John. 23
Play B (Cont’d)
Peter tries to use a fire
extinguisher to put out the fire on
John’s head, but he cannot do so.
David uses a fire blanket to cover
John’s head and he puts out the
fire at last.
But John faints. David tries to do
the artificial respiration for John,
but Mr. Tsang stops him because
he thinks that it is dirty.
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Play B (Cont’d)
Suddenly, John wakes up because
he smells a very bad smell.
Finally, John finds that the bad
smell is from the mouth of David.
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Assessment
Critical features of Scene
• One time span: OK
• One place: OK
Features of surprises
• Surprises: OK
Score: 8 out of 10
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Activity 4:
Conflict improvisation
Students are put into pairs
Each pair makes a play with a
conflict
In 1-2 minutes
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Students’ Work
Conflict A
A: Oh, your school bag hurt me!
B: It didn’t!
A: It did!
B: It didn’t!
(A hits B with his school bag.)
B: What’s the matter with you!
(A and B fight each other.)
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Teaching 4:
Four stages of conflict
Stage of latency
Stage of development
Stage of climax
Stage of pause
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Activity 5:
Conflict improvisation
Follow from Activity 4
Each pair rearrange the conflicts
with 4 stages’ development
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Warm up from time to time :
Their Speeches
(1) Projection
(2) Accuracy
Pronunciation
Articulation
(3) Affection
Emotion
Mood
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Thank you very much
(1) Teachers attending this sharing
session
(2) QEF’s $$$$$$$$
(3) PLHK School
(4) All team members
(5) My students
This is the end
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